A message from the Head of the English Department - Mrs. Willan

The English Department has had some changes of personnel over recent months and we send our best wishes to colleagues who have gained promotion and moved on and upward. AMBITION is something the English Department encourages in both staff and students.

The English Department aims to give all its students the Key Skills - the ability to read, write, speak and listen. Unless someone plans to be the only lighthouse keeper in Britain, working involves some form of interaction with other people - people you can rely on. To do this effectively, students need to feel valued, respected and clear about what they have to do to improve. Grade/level descriptors will be displayed in each English classroom and pupils will be reminded about what they will have to do to reach the next level at KS3 or grade at KS4. In Lower School targets will be written into exercise books.

Communication is essential to success and to this end our department will strive to give each student the opportunity to express their ideas and opinions in a range of situations. Communication involves report and letter writing, writing to argue or persuade others to your point of view as well as conversing - the ability to negotiate and discuss projects is vital in personal and professional life. Educational and psychological research has shown that the most effective learning comes through paired or group conversation regarding the topic, prior to anything being committed to paper.

In business situations we need confidence - confidence to meet new people, talk on the telephone, arrange meetings, present your ideas to both small and large groups of people - these skills will be developed during English lessons in role play scenarios to promote confidence in real-life situations. Interviews and presentations aren't easy for anyone, no matter how old, experienced or confident they appear to be, but it becomes less difficult with time and practise. In the future, we hope to develop communication skills through use of video and tape recording, paired/group work, debating groups etc.

This page will be updated with departmental news regarding revision, exams, etc as well as theatre, cinema or other trips, which we hope to run throughout the school year. Work from students will also be published. Links to other sites are already up and running. If you have any queries please contact the Head of Department, Mrs Willan.
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So How Can You Help Your Child with Reading?

There is a great deal of concern nationally about standards of literacy amongst children. We share this concern at Willowgarth High School.

Reading ability drives development in every area of literacy, for example, spelling and writing. This is why English teachers encourage, persuade, nag and even try to force(!) children to read, both in and out of school. It is important that children read a wide variety of texts, including comics and topic information from the internet. However, the most important achievement is that they read for pleasure.
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So how do we encourage the reluctant reader to read for pleasure?

What we are doing in the English Department When the new intake arrives at Willowgarth High School they will be tested so as to gain an approximate measure of their reading age. This test usually indicates that a number of children have a reading age of 8 to 9 years (their reading ability is that of the average 8 to 9 year old.) As you can appreciate, this could prove a disadvantage to the student when reading text books in any subject and may inhibit their overall success in exams. The development of reading ability is quite complex and there are many possible reasons for slow progress. It is clear however that readers at this stage are only semi-independent. They may struggle to read less common words and lose the sense of a sentence before they read the end of it. Many children can read words but don't actually understand their meaning. Not surprisingly such children become discouraged. They become reluctant readers. No one likes to think they are inadequate.

You will remember that when your child first learned to read they brought books home to read with you. To some extent many children in early secondary education (Yr7 and Yr8) still need the support of sharing books with a stronger reader. Younger readers paired with Yr10 and 11 students has proved successful. Books talked about and reading shared improved their reading.

As a department we have introduced more basic skills into Yr7 curriculum, paying more attention to spellings, grammar and punctuation. Students are encouraged to use the Library regularly and reading records are being issued to all Yr7 pupils to check their reading habits. We are introducing a pilot scheme of reading books and magazines in some form periods. Drama within English lessons will encourage speaking, listening and personal skills that are vital for success in the wider community.

Reading is required in most lessons in school. It is essential children do not bring an expectation of failure to every text they meet.
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What Can You Do?

All our efforts at school need reinforcing at home if they are to be of lasting benefit. We need to work in partnership to ensure that our students, your children, get every possible chance to reach their potential. We need each other.

(1) Read with your child. Choose a book that is challenging for them but is not too difficult. Share the reading. They will enjoy the life and expression you put into it. Don't let them struggle spelling out difficult words, simply say the word yourself and let the smooth reading continue. RELAX. If you seem tense they will sense this and not enjoy the book.

(2) Read some children's / teenage books yourself. Look at the selection on display at school. Many of the books concern contemporary themes that appeal to all ages. Some of them are excellent - better than a lot of adult reading.

(3) Talk to them about what you are reading whether it be a newspaper, magazine, novel etc.

(4) Try to get them to talk about what they are reading (not always easy!)

ENCOURAGEMENT, INTEREST AND ACTIVE INVOLVEMENT CAN TRANSFORM RELUCTANT READERS INTO INDEPENDENT READERS.

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